problem solving tools & methods - part 3

Basic 8D Problem Solving:Tools & Methods

A.R. Alvarez

ARA TRAINING

ARA (Dec 2015)- © 2015 -

ARA TRAINING

Basic Problem Solving

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ARA TRAINING Problem Solving Outline Part 1: Overview of Methods (Plan)

Problem Solving Principles Contrasting Different Approaches PDCA / 4D & 8D Framework D1 – D2: Form Team & Define Problem

Part 2: Step-By-Step Problem Solving (Do) D3: Implement Containment D4: Identify Possible Root Causes D5: Identify Root Cause Corrective Actions

Part 3: Problem Solving Wrap-Up (Check & Act) D6 – D8: Verify Corrective Actions, Prevent Recurrence,

Document Results & Recognize Team Appendix


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ARA TRAININGNo One Way to Problem Solving SuccessBut Some Are Better Than Others

Good Ones Have Many Common Elements


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ARA TRAININGIntegrate Different Perspective

Data Driven Knowledge Driven

Question Driven

Integrate


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ARA TRAINING Utilize Simple Tools


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ARA TRAININGAsk & Answer Simple Questions What is The Problem? Why is it a Problem? What Are The Goals? How Long Will it Take to Solve? How Much Will it Cost to Solve?

Get Tracked & Managed Like a Project


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ARA TRAINING Avoid Artificial Constraints

Constraints Will Always Exist Real Constraints Need to Be Respected, But Also

Challenged Where Can Constraints Appear During Problem

Solving? How Do You Become Aware & Overcome Constraints?

Sub-Conscious Assumed Very RealConstraints


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ARA TRAINING Fit Method to ProblemDifferent Problems May Require Different Approaches

Use as Simple an Approach as Possible

Be Adaptive


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ARA TRAINING PDCA: Problem SolvingPlan

(Define Problem, Pick Factors, …)

Do(Design / Execute Experiments)

Check(Analysis / Verification)

Act(Make Conclusion, Define Next Step)


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ARA TRAINING

(2)Define Problem

(1)Form Team

(6)Verify CorrectiveActions

8DProcess

8D Problem Solving Method

(3)Implement Containment(5)Identify RootCause Corrective Actions

(4)Identify Possible Root Causes

(7)Prevent Recurrence

(8)Document Results & Recognize Team


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ARA TRAININGVI. Verify Corrective Actions Demonstrate Effectiveness of Root Cause Fix (Data) Validate Effectiveness Other Actions to Ensure Solution Stability: Equip Mod,

Spec Change, PM, Inspection, Audits . . . Monitor Implementation (SPC Control as Appropriate) Eliminate Containment Actions (If Used) Update Specs or Procedures?


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ARA TRAINING Analysis Simple Graphics

Statistical Tests

Engineering Interpretation

SPC


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ARA TRAINING Data Presentation:Problems & Results

What Does This Mean? …. ….

What Should We Do? …. ….

010203040

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

FabTestAssembly


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ARA TRAINING Data Presentation: Plans

Actual Projected

Time

Metric

PlanEntitlement

AIP 1AIP 2

AIP 3?


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ARA TRAINING Putting It Together

Actual Projected

Plan

Entitlement

AIP 1AIP 2 AIP 3

?Pareto

Time-Phased Plan

W3sProblem

D1D2..DX

What(Soln)AIP 1.1AIP 1.2AIP 2.1AIP 2.2AIP X.1

Who WhenOS CS39 4344 43 32 4151

D1 D2 D3


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ARA TRAINING SPC Overview Process Flow Documentation (Use and/or Expand

Flowchart From Problem Solving Work) Critical Process Node Matrix Prioritized Nodes Gauge Capability Study Capable & Controlled Gauges Process Capability Study Capable & Controlled

Process Steps Control Chart & Decision Rule Implementation

Optimized SPC Charts With Appropriate Responses Maintenance & Feedback System ROI Driven

Continuous Improvement


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ARA TRAININGCapability & Critical Node Matrices

Nodal CriticalityCapable

(Cpk, Z)No Yes

In-Control(RV1-X)

No

YesContinuous Improvement as Required

Reduce Variation and/or Center

Reduce Time DependenceReduce Time Dependence & Excess Variation

Nodal Capability

Process Robustness

Financial Criticality

Unstable StableCri

tical

Non-C

ritical

1st PriorityFix ASAP2nd PriorityContinuous Improvement Per ROI

3rd PriorityFix Per ROI 4th PriorityMaintain


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ARA TRAINING Control Charts Run Chart with Statistically Determined Control Limits

Reflects Ability of Monitored Process to Remain in State of Statistical Control; i.e. Aids in Identification of Assignable (Special) or Excess Variation

Process Can Be in Control, But Not Capable If Set Up Properly, What Can Be Said About Points

Falling Outside Limits?

Measu

rement

, # D

efectiv

e, Etc.

UCL

LCL

MeanUWL

LWL


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ARA TRAINING PDCA: Problem SolvingPlan

(Define Problem, Pick Factors, …)

Do(Design / Execute Experiments)

Check(Analysis / Verification)

Act(Make Conclusion, Define Next Step)


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ARA TRAINING

(2)Define Problem

(1)Form Team(7)Prevent Recurrence

8DProcess







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ARA TRAINING VII. Prevent Re-Occurrence Verify That Corrective Action Was Implemented

Correctly & is Being Used Insure Proper Control Systems are In Place Would Self-Audit Discover Similar Problems? Is an Audit Team Necessary?Fix Not Just The Root Cause of The Problem, But Also The

Practices That Led to The Problem in The First Place What Modification to Business Process: Systems,

Specs, . . . Are Required?


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ARA TRAINING Prevention Checklist Application to Other Areas? Audit Work Procedures, SPC Charts, etc. Update FMEA Upgrade Mistake Proof System as Appropriate Track Results Closely For Appropriate Time

Period to Insure Remains in control Document / Specification Update


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ARA TRAINING FMEA Planning / Prevention Tool:

Systematic Method of Identifying & Preventing System, Product and/ or Process Problems Before They Occur

Focused on Preventing Problems, Enhancing Safety, & Increasing Customer Satisfaction

Ideally Conducted in Product Design or Process Development Stages, Although Can Be Applicable to Existing Products or Processes

Applications: Product Development: Design, Software, Technology, Test/Product Eng, … Manufacturing: Operations, Process, Equipment, Quality, . . .

Specific Types: System FMEA: Applied to Interaction of Parts Design FMEA: Applied to Product Design/Development Process FMEA: Applied to Process Design/Operations Machinery FMEA: Applied to Machinery / Equipment (Ref: Sematech Guide)

Use Judiciously, It’s Easy to Overdo FMEA

OptionalTopic


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ARA TRAINING FMEA ImplementationUtilize The Basic Problem Solving Tools in

FMEA Process List Potential Failure Modes Identify Effects of Failure Modes Severity of Failure List Potential Causes of Failure Occurrence: How Many, Where, . . . Recommendation Actions (Capture W3s) & Results Controls

Note: In All Cases Important to Document Assumptions


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ARA TRAINING FMEA Process Flow

DfR Solutions 2011


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ARA TRAINING FMEA Form

Identify Failure Modes &Their Effects

Identify Causes of Failure Modes & Controls Prioritize

Determine & Assess Actions

RPN = Severity X Occurrence X Detection


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ARA TRAINING FMEA Resource MatrixWhat Might Go Wrong?How Bad Might The

Effect Be?How Might Effect be

Prevented, Mitigate or Detected at Earliest Possible Moment …

With Lowest Possible Cost & Risk


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ARA TRAINING Mistake Proofing

Low Medium High

Level 1

Level 2

Level 3

Physical Devices

Warning Devices

Instructions

Mistak

e-Proo

fingT

ype

Mistake-Proofing Effectiveness


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ARA TRAININGMistake Proof Principles & Tools

After F.G. Adler, Operational Excellence Consulting, “8D Problem Solving Process ASQ Clinic Feb 2013

Mistake Proofing Principles1. Elimination2. Prevention3. Replacement4. Facilitation5. Detection6. Mitigation

Mistake Proofing Methods1. Variation Control2. Workplace Organization3. Identification4. Process Checks5. Poka-Yoke Devices

Mistake Proofing Devices1. Guide Pins2. Error Detection & Alarms3. Limit Switches4. Sensors5. Vision Systems6. Counters & Timers7. Checklists


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ARA TRAINING Document Mgt SystemsWho is

ResponsibleCompletion Date

Planned ActualManagement System ManualMfg Work InstructionsInspection Work InstructionsProcess Flow ChartsProcess Control PlansDesign FMEAProcess FMEAGages & Gate Study/Capability DocProduction Part Approval Process (PPAP)Engineering Change Approval

Which Document Systems are Appropriate for Situation?


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ARA TRAINING

(2)Define Problem

(1)Form Team

Document Results & Recognize Team(8)

8DProcess





(7)Prevent Recurrence


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ARA TRAINING VIII. Summary / Conclusion Final Report Communicate Results (Internal & External) Preserve Organizational Learning Learning Post-Mortem? Celebrate Success


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ARA TRAININGTechnical (or Quality or …) Report TemplateI. Problem Definition:

Performance Gap, Temporal Effects, “Geography”, Impact, Priority, …Objective of Current Step/Report

II. Summary / Conclusion:What Was Done: (Containment vs. Root Cause, Did we fix problem?)What It Means / Impact:

• Technical Implications:• Business Implications:

What We’re Going to Do About It: (Include Appropriate ARs/W3s)• Containment:• Root Cause:

What is Left:• How Much More Work Required:• How Much Longer it Will Take• How Much it Will Cost (as Appropriate):


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ARA TRAINING

III. Schedule (Cycle of Learning, Time/Cycle, Calendar Time)IV. Background

History: (As Appropriate)Alternatives Considered: (Which ones were tried, not tried, why; tradeoffs)Solution Path: (As Appropriate)Etc.:

V. Experimental Description: (As required; Design, Execution, Expectation)VI. Results & Discussion:VII. Appendix: (Data as Appropriate)

Technical (or Quality or …) Report Template


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ARA TRAINING


(3)Implement Containment

(2)Define Problem

(1)Form Team(7)Prevent Recurrence


(5)Identify RootCause Corrective Actions


8DProcess



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ARA TRAININGBest Practices in Problem Solving(It Really Isn’t That Complicated)

Describe Problem(With Data)ProposeHypotheses

Test Hypotheses(With Data)

Implement Appropriate Fix

Clear, Concise Problem Definition Starts With Broad Perspective Gets Alignment Across Organizations Breaks Down Problem Questions Data, Knowledge Base, Assumptions Critically Focuses Data Eliminates Artificial Constraints Drives Convergence & Critical Path Is Self-Correcting Balances Planning & Doing Balances Root Cause Fix & Containment Is Properly Tracked & Progress Communicated Appropriately Documented


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ARA TRAINING Plans That Get Approved What is The Plan? Why is it Recommended? What Alternatives Were Considered? What are The Goals? How Long Will it Take? How Much Will it Cost?


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ARA TRAINING CATWOE Clients: Who Are The Beneficiaries or Victims of This Particular

System/Problem? (Who Benefits or Suffer From its Operation/Solution?) Actors: Who Are Responsible For Implementation? (Who Would Carry

Out The Activities Which Make The System Work / Solve the Problem?) Transformation: What Transformation Does This System Bring About?

(What Are The Inputs & What Transformation Do They Go Through to Become Outputs?)

Worldview: What Particular Worldview Justifies The Existence of This System/Problem? (What Point of View Makes This System Meaningful?)

Owner: Who Has The Authority to Abolish This System or Change Its Measures of Performance or Owns the Problem?

Environmental Constraints: Which External Constraints Does This System Take as a Given?

http://en.wikipedia.org/wiki/CATWOE#CATWOE


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ARA TRAININGEdmond’s Creative Problem Solving Checklist

http://www.problemsolving.net/wrksheet.html

One of Three


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ARA TRAININGConcept Map For Concept Maps

http://cmap.ihmc.us/docs/images/Theory/Fig1CmapAboutCmaps-large.png


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ARA TRAININGDifferent Type of Pareto Charts Fit Measurement Scale to Problem Get the Time Scale Right Break Down Broad Causes Into Specific Parts Analyze Groupings: Product, Machine, Shift, etc. Measure Impact of Changes: Before & After

What Do Different Charts Tell?


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ARA TRAINING Pareto & Learning Rates

ActualProjected

DefectRate

D1 D2 D3 D4

Time

LogDefect

Learning Rate 6 - 10%/MthHalf Life ?


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ARA TRAININGConsensus Criteria Prioritization MethodI. Agree Upon Goal to Be Achieved

Confirmation Step if Using Tree Diagram Clarify: Prioritizing Problem to Work On or Solution to Problem

II. Create List of Criteria to Be Applied to Options Each criterion should reflect desired outcome:

• Low Cost To Implement • Resources• Quick Implementation • Pain• Impact $ • ROI• Self- Contained • Effectiveness (Complete?)• Low Risk • Sustainable• Others ???

III. Construct Matrix Record Options on Matrix Y, Criteria on X


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ARA TRAINING Consensus Criteria MethodIV. Prioritize Criteria (X-Axis)

Determine Scale: 10X, 2x, etc.; High Being “Important” or “Good” Determine Weight For Each Criteria (Insure High = “Good”) Review For Consistency of Criteria Weights

V. Score Options Based on a Criteria (Y-Axis) Determine Scale: 10X, 2x, etc.; High Being “Important” or “Good” Determine Weight For Each Option (Insure High = “Good”) Review For Consistency of Option Rankings

VI. Compute Option Score Multiply Option Score By Criteria Weight

VII. Compute Total Option Ranking Scores Repeat Steps V and VI For Each Criteria Sum Scores for Each Option Review For Consistency of Option Rankings


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ARA TRAININGCOL: Handling Multiple Tasks

Temporal Budget Per Task

02468

L H M M M H L L H MT1 T2 T3 T4 T5 T6 T7 T8 T9 T10

05

101520


020406080


Ten Tasks – Ten COLs Days Per Cycle Per Task

10 Sub-Tasks (or Threads) Require Resolution to Complete Task

BattingAverage?


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ARA TRAINING COL: Multi-Level Problem

Two Tasks in Final Level

Six Tasks in 1st Level Four Tasks in 2nd Level

Three Level Problem, Multiple Tasks Per Level

05

1015

L H M M M LT1 T2 T3 T4 T5 T6

COLDays/CycleTotal Days

02468

10

M L H MT1 T2 T3 T4

COLDays/CycleTotal Days

024681012

M LT1 T2

COLDays/CycleTotal Days‘Knowledge Gap’

Reduced Incrementally at Each level